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79 Central and Eastern Europe and the Commonwealth of Independent States Attitudes: Development of the disposition to express one’s own mind and of the disposition to listen to key informants, understand their point of view, and decide upon the right course of action Formation of a disposition to interact and cooperate with the community and to take up different social roles in times of disasters and in their immediate aftermath (Ministry of Education of the Russian Federation, 2009, 2011a). Examples of DRR learning outcomes in specific subjects are as follows: Understanding of the unity of the surrounding world and the importance of the ecological whole, of elementary rules and norms of engagement between nature and people (knowledge learning outcome, primary geography) Understanding of basic principles of safeguarding of the environment and of rational use of natural resources (knowledge learning outcome, secondary Geography) Basic ability to assess the level of danger in the surrounding environment, to identify possible adaptation policies for territorial inhabitancy as well as security measures in case of natural disasters or technological catastrophes (skills leaning outcome, secondary Geography) Disposition to preserve the integrity of the natural world (attitudinal learning outcome, secondary Fine Arts) Aptitude to understand possible dangers, linked to the wrong utilization of technological items, and the exploitation of technologies possibly leading to environmental pollution (attitudinal learning outcome, secondary Technology) Development of useful physical skills in situations of disasters (skills learning outcome, secondary Physical Education) Understanding eco-systemic models and their application to making forecasts on ecological risks to the population due to natural hazards (knowledge learning outcome common to secondary Biology, Chemistry and Physics) (Ministry of Education of the Russian Federation, 2009, 2011a). Policy Development, Planning and Implementation Aspects Basics of Life Security has existed since 1991 and DRR has been infused in all subject areas since 2000. The movement to scale is thus quite long-standing. The existing curriculum framework, with the expected outcomes detailed earlier has been in place at primary level since October 2009 and at secondary level since November 2010. The framework is laid out in the form of two governmental decrees from the Federal Ministry of Education, which can be adapted for local content through local decrees of implementation by regional government (Ministry of Education of the Russian Federation, 2009, 2011a). It is implemented at school level monitored by governmental auditing bodies with power of sanction for those not complying with minimum standards. In addition to the minimum requirement on the main subject matter (Basics of Life Security) mentioned above, which can vary from one hour per week for classes 7 to 9 (105 hours overall) to a minimum of one hour per week for classes 5 to 9 (175 hours), and the subject specific minimum requirements as evidenced in the learning outcomes of other carrier subject matters, each region is also encouraged to develop its own context, notably in relation to the risks they face (Ministry of Education of the Russian Federation, 2009, 2011a). Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
80 Section 10. Case 4: The Case Studies Russian Federation Here, it is important to emphasize the regional peculiarities in Russia to be considered when implementing a school programme. There are 83 regions in Russia, and the suggested programme could be flexibly adjusted according to the cultural and geographical particularities of the region. Potential dangers that exist in Russia vary from region to region. For example, in the Caucasus there is a high danger of earthquakes, whereas in the Volga River region there is a potential danger of flooding. The emphasis made on DRR will in these regions cover those risks most probable in the regional context. At the school level, there is also flexibility to adapt to local contexts. In particular, indigenous knowledge is sometimes considered to be part of learning programmes 32 . References Government of Russia: Integrated Federal Programme Information Service. (2011). Decree No. 555 on the Federal Programme Risk Reduction and Mitigation for Natural and Technological Disasters in the Russian Federation by 2015. (Dated 7June 2011). http://fcp.economy.gov.ru/cgi-bin/cis/fcp.cgi/Fcp/ViewFcp/ View/2011?fcp_code=1009500 Latchuk, V.N, Mironov, S.K. &Vangorodkiy, S.N. (2005 a). Manual of the Programme “Basics of Life Security” for Classes 5 to 9, editions prosveshenie. Latchuk, V.N, Mironov, S.K. &Vangorodkiy, S.N. (2005 b). Manual of the programme “Basics of Life Security” for Classes 10-11. Editions prosveshenie. Ministry of Education of the Russian Federation. (1991). Decree No. 169on the Introduction of the New Subject “Basics of Life Security” in the Governmental Educational Institutions of the General Education. (Dated 27 May 1991). 32 Interview by Guillaume Simonian, UNICEF, with UNESCO Moscow office Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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United United Nations Nations Unite
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5 Acknowledgements UNICEF and UNESC
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8 Executive Summary This document r
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200 Section 6: page 34 On 1 August,
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204 Myanmar page 109 Students atten
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206 Chile page 151 In 1994 in Chile
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